By the end of the course,
During the course, the
At the end of the course,
|the student will be able:||student will:||the student will:|
|To explain factors that||Hear a lecture on self-||Respond to multiple-choice|
|influence self-concept such||concept. Discuss factors in||questions on self-concept|
|as looking-glass theory and||relation to story, "Cypher|
|social comparison theory.||in the Snow."|
|To list and explain five||Hear a lecture on self-||Respond to multiple-choice|
|principles of appropriate||disclosure. Complete and||questions on self-disclosure.|
|self-disclosure.||discuss Jourard's self|
|To use self-disclosure in an||Participate in paraphrasing||Compare self-disclosure|
|appropriate manner to||exercise.||levels between a precourse|
|build the relationship.||assessment and postcourse|
|assessment using the CSRS|
|( Spitzberg & Hurt, 1987)|
|To be more willing to self-||Participate in trust-building||Compare precourse and|
|disclose.||exercises.||postcourses on Willingness|
|to Communicate Scale.|
|To explain the listening||Hear a lecture on listening.||Respond to multiple-choice|
|process.||questions on listening.|
|To be better listeners.||Complete various listening||Compare a precourse|
|exercises and activities.||standardized listening|
|assessment with a|
Ultimately a detailed plan such as the one presented here allows faculty to tailor their assessment to the instruction that is offered in their department and their courses. In this case, the plan meant that certain assessments were administered on a pre-and postcourse basis so that levels of improvement could be determined. Other assessments such as the final multiplechoice examination were used only at the completion of the course.
Although initially very time consuming, course-by-course plans can be integrated to articulate the plan for the entire department. Most outside agencies that are now mandating assessment will be satisfied with departments that can articulate this kind of detailed approach. For the department itself, this approach can help to identify and correct weaknesses and provide further information for the planning of courses and programs. Because the assessment is tailored to the course or program, results provide much more relevant information.
Adler, R. B., Rosenfeld, L. B., & Towne, N. ( 1989). Interplay. New York: Holt, Rinehart & Winston.
Aitken, J. E., & Neer, M. ( 1992). "A faculty program of assessment for a college level competency-based communicator core curriculum". Communication Education, 41, 270-285.